ISTE Technology Facilitation and Technology Leadership Standard I - Operations and Concepts
Technology Facilitation and Leadership (TF/TL) Standard I addresses Operations and Concepts. Standard 1 states: “Educational technology facilitators demonstrate an in-depth understanding of technology operations and concepts” (Williamson & Redish, 2009, p. 25). The standard also states: “Educational technology leaders demonstrate an advanced understanding of technology operations and concepts.” (Williamson & Redish, 2009, p. 25). The difference in Standard I for educational technology facilitators and leaders is that facilitators are required to demonstrate in-depth understanding while leaders should demonstrate advanced understanding of technology operations and concepts.
Educational technology leaders strive to model and assist others in acquiring knowledge, skills and technology concepts. Leaders work to improve personal knowledge of technology systems, software, and established standards. As an administrator in the Human Resources Department of a public school district, I am the first contact professional employees have with the district once a job is offered and accepted. My goal is to portray a good first impression of the district. The impact I wish to make with new employees is that the district values and embraces emerging technology. The Human Resources Department was using a digital camera with a floppy disk to take pictures of employees for the personnel file. The camera was several years old but was in good working condition; therefore, several requests to replace the camera had been declined at budget time. When the office computers were replaced with new computers that did not have the capability for floppy disks, I took the opportunity to request a new video camera compatible with the computers. The request was immediately approved. The department staff enjoys discussing the features of the new camera with new employees as an “ice-breaker” at the new-hire paperwork sessions.
While attending the Educational Technology Leadership program, I have recognized the need to stay abreast of current and emerging technologies. One way to demonstrate continual growth in technology knowledge and skills has been to provide training to office staff in my department. Helping the staff improve their knowledge and skills in Word, Excel, Access, and PowerPoint has proven to be an excellent means to sharing my knowledge with them. The group work in an online collaborative environment with class members helped prepare me for the challenge of training the office staff. Staff members applied the new knowledge and skills immediately in the work environment. Online collaborative environments helped ensure staff members had adequate follow-up support when needed. Working collaboratively with classmates, colleagues, and staff members has helped me develop healthy bonds. Mary Burns (2002) makes an interesting statement in the article From Compliance to Commitment: Technology as a Catalyst for Communities of Learning: "The distance between teachers and students--academic, emotional, and physical--had diminished as teachers became co-learners with students" (p. 296).
Demonstrating continual growth in technology knowledge and skills to stay abreast of current and emerging technologies begins with central administration. Technology facilitators and leaders guide other administrators, educators, and staff members, while teachers continue to guide student learning. Leaders and professional support staff play critical roles in providing teachers with resources and assistance. In the following statement, Betsy Price (2005) reiterates the need to work as a team, "Principals should work with teachers and librarians as a team to design strategies for students that enable them to identify problems, access information, devise solutions, and produce a product" (p. 55). During this critical time of transition to technology integrated schools, working as a team ensures a smoother transition.
Technology facilitation and leadership is a means of communicating school improvement needs. Students, educators, administrators, board members and other stakeholders often do not understand the responsibilities of educational technology facilitators and leaders. Providing the technology facilitators and leaders standards to stakeholders while stressing the importance of the standards is a good way to communicate the value of educational technology professionals. The TF/TL standards have helped me reflect on my role in the Human Resources Department which gives me the ability to display a professional identity compatible with my work. The standards help guide my goal to effectively portray a good first impression of the district and “demonstrate continual growth in technology knowledge and skills to stay abreast of current and emerging technologies” (Williamson & Redish, 2009, p. 25).
References
Burns, M. (2002). From compliance to commitment: Technology as a catalyst for communities of learning. Phi Delta Kappan, 84(4), 295-303.
Price, B. (2005). Who’s in control of the technology-integrated school? Principal Leadership, 6(1), 51-56.
Williamson, J. & Redish, T. (2009). Technology facilitation and leadership standards: What every K-12 leader should know and be able to do. Eugene, OR: International Society for Technology in Education.
Technology Facilitation and Leadership (TF/TL) Standard I addresses Operations and Concepts. Standard 1 states: “Educational technology facilitators demonstrate an in-depth understanding of technology operations and concepts” (Williamson & Redish, 2009, p. 25). The standard also states: “Educational technology leaders demonstrate an advanced understanding of technology operations and concepts.” (Williamson & Redish, 2009, p. 25). The difference in Standard I for educational technology facilitators and leaders is that facilitators are required to demonstrate in-depth understanding while leaders should demonstrate advanced understanding of technology operations and concepts.
Educational technology leaders strive to model and assist others in acquiring knowledge, skills and technology concepts. Leaders work to improve personal knowledge of technology systems, software, and established standards. As an administrator in the Human Resources Department of a public school district, I am the first contact professional employees have with the district once a job is offered and accepted. My goal is to portray a good first impression of the district. The impact I wish to make with new employees is that the district values and embraces emerging technology. The Human Resources Department was using a digital camera with a floppy disk to take pictures of employees for the personnel file. The camera was several years old but was in good working condition; therefore, several requests to replace the camera had been declined at budget time. When the office computers were replaced with new computers that did not have the capability for floppy disks, I took the opportunity to request a new video camera compatible with the computers. The request was immediately approved. The department staff enjoys discussing the features of the new camera with new employees as an “ice-breaker” at the new-hire paperwork sessions.
While attending the Educational Technology Leadership program, I have recognized the need to stay abreast of current and emerging technologies. One way to demonstrate continual growth in technology knowledge and skills has been to provide training to office staff in my department. Helping the staff improve their knowledge and skills in Word, Excel, Access, and PowerPoint has proven to be an excellent means to sharing my knowledge with them. The group work in an online collaborative environment with class members helped prepare me for the challenge of training the office staff. Staff members applied the new knowledge and skills immediately in the work environment. Online collaborative environments helped ensure staff members had adequate follow-up support when needed. Working collaboratively with classmates, colleagues, and staff members has helped me develop healthy bonds. Mary Burns (2002) makes an interesting statement in the article From Compliance to Commitment: Technology as a Catalyst for Communities of Learning: "The distance between teachers and students--academic, emotional, and physical--had diminished as teachers became co-learners with students" (p. 296).
Demonstrating continual growth in technology knowledge and skills to stay abreast of current and emerging technologies begins with central administration. Technology facilitators and leaders guide other administrators, educators, and staff members, while teachers continue to guide student learning. Leaders and professional support staff play critical roles in providing teachers with resources and assistance. In the following statement, Betsy Price (2005) reiterates the need to work as a team, "Principals should work with teachers and librarians as a team to design strategies for students that enable them to identify problems, access information, devise solutions, and produce a product" (p. 55). During this critical time of transition to technology integrated schools, working as a team ensures a smoother transition.
Technology facilitation and leadership is a means of communicating school improvement needs. Students, educators, administrators, board members and other stakeholders often do not understand the responsibilities of educational technology facilitators and leaders. Providing the technology facilitators and leaders standards to stakeholders while stressing the importance of the standards is a good way to communicate the value of educational technology professionals. The TF/TL standards have helped me reflect on my role in the Human Resources Department which gives me the ability to display a professional identity compatible with my work. The standards help guide my goal to effectively portray a good first impression of the district and “demonstrate continual growth in technology knowledge and skills to stay abreast of current and emerging technologies” (Williamson & Redish, 2009, p. 25).
References
Burns, M. (2002). From compliance to commitment: Technology as a catalyst for communities of learning. Phi Delta Kappan, 84(4), 295-303.
Price, B. (2005). Who’s in control of the technology-integrated school? Principal Leadership, 6(1), 51-56.
Williamson, J. & Redish, T. (2009). Technology facilitation and leadership standards: What every K-12 leader should know and be able to do. Eugene, OR: International Society for Technology in Education.